A Study Of The High School Students' Answers To The Questions Of The College Entrance Examination

With a new round of a new round of college entrance examination reform approaching in 2017,the college entrance examination examination pattern and the enrollment admission policy have changed significantly.In spite of this,the status of mathematics in the university entrance exam is still unshakable.Derivative and its application is not only one of the important tools to study function image and properties,but also is the foundation of advanced mathematics,so the university entrance exam attach great importance to examination of derivative questions,which have always been in the college entrance examination as the finale.The answers on the relevant questions,however,the scoring rate is not very ideal as expected,neither are the teaching effect with regard to high middle school teachers in this part of.Aimed at the university entrance exam,this study has carried out lots of research on how high school students solve derivative problems when taking the exam.This article uses the literature search,to sort out and summarize the relevant literature,specifically includes the following aspects:Analysis on the contents of derivative curriculum;analyzes the status and role of the derivative in the college entrance examination;summarizes the relating derivative related examination method of college entrance examination in the main part of the study;the derivative of the ability of the students is analyzed;summarizes the college entrance examination in the derivative part of normative requirements for solving students and nearly five years of college entrance examination proposition of derivative.Using the method of questionnaire to investigate the problem of high school students to solve the problem of college entrance examination.A total of 300 senior middle school students in the NO1 middle school of Dongying were randomly selected for the questionnaire survey(excluding the invalid questionnaires,and the actual number was 292),according to the general score of the students in the college entrance examination simulation test,the score of students is divided into four types: very ideal,ideal,not ideal,very bad.Mainly from the ability,confidence,attitude,pro forma,problem-solving strategies etc.Summarized:1.Students in solving the problem of the college entrance examination,showing obvious lack of confidence,especially if they can get out of the question on the performance of the more prominent;2.Students in solving the problem of college entrance examination,the ability is obviously weak,there are some students in the choice of problem-solving strategies is not very scientific,resulting in lower scores;3.On the college entrance examination on the derivative of the direction and the knowledge and ability requirements,too little understanding,the majority of students can not take the initiative to study the outline of the college entrance examination and college entrance examination instructions,resulting in pro forma too passive;4.Part of the students in the college entrance examination on the solution of the problem is too negative,easy to give up,the lack of independent thinking process,easy to solve the problem of the reasons attributed to external factors,and even attributed to teachers.By tracking investigation,randomly selected two classes of teaching high school students learning new derivatives was studied,the students are summarized in the solution of derivatives of the phenomenon is not standardized,and summarizes the students in part of theerror prone derivative and its application.Based on the above investigation and analysis,this paper puts forward some teaching strategies to improve the teaching effect.The basic teaching strategies are: moderate calculus into the culture,improve the students' learning interest,by carrying out related activities,the history of mathematics teaching extending outside the classroom,by teaching content as the center,with the theory of the calculus mathematics culture,to promote students to better understand the teaching materials.Teachers are not only to attract the interest of students,put a lot of time on the activity or into the scene,unable to complete the teaching,within the prescribed period of time to strengthen the cultivation of students have the order reversed;normative requirements and habits,teachers should pay attention to their words and deeds,using group,each group etc.correcting the way,timely correction,guide the students to summarize the topic or topic specification habits,problem solving template;starting from the cognitive law,make new derivative teaching,clear derivative of the position and role of grasping the basic teaching;scientific research preparation strategies,do psychological counseling work;conscientiously study the entrance examination syllabus and examination,saving review the time to improve the review efficiency,help students develop scientific and effective strategies for the problem of multi score derivative.